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Academic stress in veterinary education: causes, consequences and ways to optimize the educational process

Academic stress is an important factor influencing students learning performance and the overall quality of professional training. In veterinary education, this issue is particularly relevant due to the high intensity of academic programs, the substantial volume of both fundamental and clinical disciplines, and the need to simultaneously develop theoretical knowledge and practical professional skills. The aim of this study was to analyze the main causes of academic stress among veterinary students, assess its impact on learning motivation and academic performance, and identify possible ways to optimize the educational process. The article summarizes current scientific evidence regarding the psychological and pedagogical mechanisms underlying academic stress and examines specific factors characteristic of veterinary education. These include excessive informational workload, the complexity of fundamental biomedical disciplines, features of practical training, and approaches to knowledge assessment. Particular attention is given to the effects of excessive academic workload on the development of learned helplessness, decreased learning motivation, and emotional exhaustion among students. The discussion also addresses pedagogical factors that may intensify academic stress, including control-oriented teaching approaches and authoritarian styles of interaction between instructors and students. In response to these challenges, several strategies aimed at improving the educational environment are proposed. These include rationalization of the academic workload, the broader use of active learning methods, the introduction of regular clinical case discussions involving students from different years of study, and the development of a partnership-based model of interaction between teachers and students. Implementation of these approaches may contribute to reducing academic stress, enhancing students’ motivation for learning, and improving the overall quality of professional training of future veterinary physicians.

Keywords: academic stress; veterinary education; student workload; learning motivation; learned helplessness; educational environment; teaching methods.

KOZIY V. https://orcid.org/0000-0002-8221-6678


MELNYK L. https://orcid.org/0000-0002-1299-5610


PASICHNYK N. https://orcid.org/0009-0007-1694-9906


POROSHINSKA O. https://orcid.org/ 0000-0001-9882-1963


SHMAYUN S. https://orcid.org/0000-0001-6458-6336


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